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Spiritual, Moral, Social & Cultural Education

The Importance of SMSC in the School Curriculum

 

How does St Peter’s School help students’ SMSC development?

SMSC has a prominent place in our school curriculum, featuring in lessons across the curriculum, including Personal Development lessons and Personal Development collapsed sessions in Key Stage 4.  Also, The Thought for the Week is a focus in tutor times which is written to foster students’ Personal Development, SMSC, Cultural Capital and literacy skills.  Our values and the spiritual, moral, social and cultural contexts and background to them for each individual or group are part of modern British life and as such they are evident in our daily interactions within the school community. We have identified key areas where the values could be seen on a day to day basis at St Peter’s in the SMSC tabs.

We aim to equip students with the knowledge and cultural capital they need to succeed in life; educating students to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.

Guidance issued to schools describes each aspect of SMSC in detail, below.

The spiritual development of students is shown by their:

  • Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences.

Click here and in side panel for Spiritual Development at St Peter’s

The moral development of students is shown by their:

  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England.
  • Understanding of the consequences of their behaviour and actions.
  • Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

The social development of students is shown by their:

  • Use of a range of social skills in different contexts, for example working and socialising with other students, including those from different religious, ethnic and socio-economic backgrounds.
  • Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
  • Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. See British Values.

The cultural development of students is shown by their:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.
  • Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.
  • Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
  • Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

In addition, we aim to develop these Personal Development characteristics in our students:

 

Development of citizenship and knowledge of fundamental British values.

 

Developing responsible, respectful and active citizens who are able to become actively involved in public life as adults.   There is a Head Boy and Head Girl with an active leadership team in the Sixth form and Year 11.

 

Developing understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance.   British Values are embedded in Personal Development lessons.

 

Development of  positive and inclusive attitudes toward equality and diversity.

 

Promoting understanding that difference is a positive, not a negative, and that individual characteristics make people unique.  Students following the Triple-E curriculum learn about areas which may include an international awareness, eg, multiculturalism, French café, Samba band.

 

Promoting an inclusive environment that meets the needs of all students, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation.  We have a well-attended Kite club for LGBTQI+ students.

 

Development of  character and the attitudes, skills and abilities which enable students to flourish.

 

Developing students’ character, which we define as a set of positive personal traits and virtues that motivate and guide behaviour, so that they reflect wisely, learn eagerly, behave with integrity and cooperate well with others. This gives students the qualities they need to flourish in our society. Key stage 3 students can follow the Growth Mindset training to develop positive behaviour.

 

Development of confidence and resilience to enable good and healthy mentally.

 

Developing students’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.   Students have the opportunity of following the Duke of Edinburgh award scheme and the National Citizen Service.

 

Develop students ability to recognise online and offline risks to their wellbeing.

 

Risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity and radicalisation. Making them aware of the support available. Enabling students to recognise the dangers of inappropriate use of mobile technology and social media.  The Personal Development programme, including visiting organisations, develops students’ awareness of these risks.

 

Develop understanding of how to keep physically healthy and maintain healthy relationships.

 

Providing opportunities for students to be active during the school day and through extra-curricular activities.  Sports activities are available at break and lunch times and after school.

 

Developing students’ age-appropriate understanding of healthy relationships through appropriate relationship and sex education.  We follow the 2020 RSE programme as set out in the CAMBS PSHE framework.

 

 Developing aspirations and knowledge of future choices.

 

Provide careers advice, experience of work and contact with employers, to encourage students to make good choices and understand what they need to do to reach and succeed in the careers to which they aspire. Support students for the next phase of education, training or employment so that they make a successful transition.  CEIAG provides for all students form year 7 to year 13.